a 



OUTLINES OF 



ElementaFy 
Reading 
Lessons, 



/ 



V 

By REBECCA D. RICKOFF. 



D. APPLETON & CO. 



APPLETONS' READERS. 



Some Distinguishing Features. 

Modern Methods made easy.— Education is a progressive science. 
Methods of the last century must be discarded. The question " How 
shall we teach reading? " is fully answered in these books, and teachers 
who have adopted and followed this method have greatly improved 
their schools. 

Word and Phonic Method. — By taking at first words with which 
the child is quite familiar, and which contain sounds easily distin- 
guished and continually recurring, both teacher and pupil will find the 
sounds a great help in reading new words as well as in acquiring a 
distinct articulation. 

Spelling.— Words selected from the lessons are given for spelling 
with each piece, thus affording the best opportunity for oral and writ- 
ten spelling-lessons as well as for definitions. In the Third, Fourth, 
and Fifth Readers, graded exercises in spelling analysis, together with 
daily lessons of words often misspelled or mispronounced, are placed 
in the Appendix for constant study. With these Readers no " Speller" 
will be needed. 

Illustrations— The illustrations are beautiful and attractive, and 
are well adapted to serve as a basis for the language and thought 
lessons that are so prominent in these books. 

Helps for Teachers— Teachers will find in these books a simple plan 
that will greatly aid them ; while the notes, questions, and sugges- 
tions will help the teacher to impart the most instruction and the best 
culture, which makes the reading-lesson something more than a mere 
naming of words. 

Oral Reading— Proper oral expression depends on the sense. Get 
the sense of each extract and the correct oral expression will be an easy 
matter. This is the key-note to Professor Bailev's excellent lessons on 
accent emphasis, inflection, and general vocal expression, that are placed 
as reading-lessons in the Third, Fourth, and Fifth Readers. 

. Selections— The selections embrace a wide ranee of thought, show- 
ing from the simple stories for children in the earlier books, to the ex- 
tracts from the best authors in the Fourth and Fifth, unity of design and 
a just appreciation of the needs of our schools. 

Endorsements— These Readers have received the endorsement of 
nearly every educator of note in the United States, but the best proof 
of their merits is found in the great improvement manifested every- 
where they are used. J 



D. APPLETON & CO., Publishers, 

New York, Boston, Chicago, and San Francisco. 



OUTLINES OF LESSONS 

AND 

Synopsis of the Method and Plan 

OF 

Appletons' Elementary Reading 
Charts. 

WITH HINTS TO THE TEACHER. 



BY / 

REBECCA D. RICKOFF. 



HHijy^ 



Copyright, 1882. 






- 

4 ^v 



V 



$H* 






Hi 




,m^ #-«giif shi wumym, bjqst q ; 



A SYNOPSIS OF 

THE METHOD AND PLAN OF THE CHARTS. 



The Word and Phonic Method is too often understood 
to mean merely the union of naming words at sight with 
spelling icords by sound ; that the Word and Phonic Method 
as used in Appletons' Eeaders means much more than 
this, it is the aim of these Charts to illustrate. It is their 
design to set forth, in a graphic way, the importance of the 
word as a whole ; the principle which underlies the repre- 
sentation of an idea by a printed word; the relations of the 
words, one to another, in phrase and sentence ; and the 
value of phrasing as a means of making the thought clear. 

Another feature of the Appleton Method, one which is 
prominent in the First Reader and is given its due impor- 
tance in the Second, is here treated at much length, and 
" pictured out " in a way that, it is hoped, will prove ac- 
ceptable to both teacher and pupil. It is the obtaining of 
the correct sound of the letter from the analysis of the spoken 
word. It takes a trained ear to detect the difference be- 
tween the sounds of letters given singly, especially if those 
sounds bear a strong resemblance to each other, as they 
often do. Children's ears are not trained, nor have they 
habits of close observation ; hence it is exceedingly difficult 
for them to detect differences — as, for instance, between the 
sounds of m and ?i, d and t, e and i, if those sounds are given 
to them simply as independent sounds which they are to 
use in making out, or making up, words. The children may 
pronounce the sounds correctly while imitating the teacher, 
but when making an effort on their own part they are apt 
to become confused, and, being unable to decide as to the 



correct sound of a letter, have no mean's of setting them- 
selves right. If, however, they have first obtained the 
sound from the slow pronunciation of some well-known 
word, and know that they have thus obtained it, then not 
only does " the sound become a key to the word," but the 
word also becomes a key to the pronunciation of the sound. 
Take, for example, pen and pin. How much more readily 
does the child recognize the difference between the sounds 
of e and i if he knows that pen, spoken slowly, gives e, and 
pin, spoken slowly, gives i, than if he is simply told that 
one is e and the other if And how much more helpful is 
the knowledge gained in the first way than that given in 
the second ! 

Upon this principle of using a familiar, spohen word as 
a Jcey to the correct enunciation of a new sound, and then 
the sound thus learned as a hey to the pronunciation of other 
words, is each new sound introduced into these Charts. 
The number of sounds which are thus carefully introduced 
is thirty-eight. 

The Pictuee-Pheases are intended to teach the words 
a, the, and, and similar words, in such a way as to make 
their relations and subordination to other words very clear 
to the child ; and to train him to pronounce them, in con- 
nection with other words, both readily and correctly. They 
are also used further on to add interest, variety, and spright- 
liness to the reading- lessons, so that each lesson, being filled 
with thoughts which can be given with expression, becomes 
in truth a ra^V^-lesson, and not a mere pronouncing of 
words. 

The Fiest Chaets contain, designedly, few words, in 
order that the forms of these first words may be vividly 



impressed upon the child's mind, as they could not be if his 
attention were divided among many words at this time. 
Once the habit is acquired of recognizing printed words as 
standing for ideas, less confusion is likely to arise from see- 
ing a greater number of words at once. 

An Object-Lesson on a Pkinted Word. — When a child 
recognizes and names a word at sight, he does it in the 
same way that he recognizes and names a chair, or any 
other object, by means of the mental picture of the whole 
thing which is formed in his mind and his recollection of 
the name associated with it ; but no sooner has a bright 
child learned to recognize a thing as a whole thing, be it a 
chair or a word, than he begins to perceive that this whole 
is made up of parts. The teacher, desiring to develop her 
class, as the bright child unfolds under happy influences, 
avails herself of this tendency on the part of the children, 
and, by means of a simple object-lesson, leads them to see 
not only that the word has parts, but also to discover the 
number and order of those parts and to name them, since 
they are things to be talked about, compared with other 
similar things, and also drawn — to name them, either as 
first part, last part, and middle part ; or, if she prefers it, 
by the names of the letters. Most teachers who have had 
experience in teaching the phonic analysis of words insist, 
however, that learning the names of the letters at this 
stage, or, indeed, until some time after the child has 
learned to " sound " the word with readiness and cer- 
tainty, interferes greatly with his progress. This analysis 
of a printed word into its parts is the first step in learning 
to spell, but it is a step which is too often taken uncon- 
sciously on the part of the teacher as well as the pupil •, 



while if it were taken consciously, as a lesson given with 
a clearly defined aim, it would be taken more firmly and 
with more lasting results. 

Children when required to reproduce, either in printing 
or writing, a word which they are just learning, will often 
reproduce the parts of the word, but fail to get them in the 
right order, writing the word backward, or getting the 
wrong letter in the middle, or sometimes repeating one of 
the letters, thus getting the right number of parts, but mak- 
ing a mistake as to order of the parts or the form of one 
part. In very rare cases the child may fail to get the right 
number of parts. The mistakes of this character made by 
children are as many and various as the parts of the word 
will permit. All such cases show the need and importance 
of Object- Lessons on Printed Words. 

Learning Words by Sight. — It is intended that words 
shall be learned by sight alone until Chart XI is reached. 
Although many lessons, much practice in reading sentences, 
and considerable knowledge as to the construction of words 
and phrases, are included in the lessons given previous to 
this Chart, the number of words learned is not great. Of 
these, a, my, the, is, on, Lily, black, and it, are words which 
the child will have frequent need to use before he has ac- 
quired the ability to analyze them into their sounds; there- 
fore it is recommended that he learn these as whole words 
only, and that his attention be not directed to their parts. 
It is desirable that during this stage the object-lesson should 
be reserved as the stepping-stone to the phonic analysis of 
the word. The other words, cat, and, has, man, mat, and 
rat, being words which he is soon to analyze into their 
sounds, object-lessons should be given upon them. 



Studying the Phrase. — Object-lessons should be given 
upon the phrases also, to the extent of directing the child's 
attention to their parts and the order of parts. By using 
the word "phrase" in connection with the inclosed groups 
of words, the child will come to have a notion of its mean- 
ing without need of explanation. 

THE FIRST STEP IN PHONIC ANALYSIS, OR EAR- 
TRAINING. 

One can pronounce well only what one hears well. 

The child should learn w T ords by sight alone, as they are 
carefully pronounced for him, until he has become accus- 
tomed to the use of printed words ; then he should be 
helped to the power to make out printed words for himself, 
but not until then. In the mean time, however, his ear 
should be trained and his mind awakened to a perception 
of the fact that spoken words, which at first seem to him 
whole things, are made up of parts. Each reading-lesson 
should be accompanied by exercises in pronouncing words 
slowly and more slowly, until he recognizes, in a half-un- 
conscious way, this fact. For example, the teacher, choos- 
ing a word containing sounds which the children are soon 
to learn, pronounces it in a low voice, very distinctly and 
quite slowly, and asks them what it is. If they do not get 
the word, she speaks it a little faster until they do. A 
pleasant variety may be obtained by having some of the 
children speak words slowly for the teacher, or their class- 
mates to pronounce. All these exercises train to careful 
pronunciation. 

By object-lessons on printed words and exercises as 



above suggested, the child is prepared to comprehend easily 
and clearly the lessons given in Chart XI. Now, for the 
first time, he analyzes a printed word into the sounds which 
its parts represent, and discovers the correspondence be- 
tween the sounds of the spoken word and the parts of the 
printed word. 

" By Sight only." — After the lessons upon Chart XI, 
the child should no longer be confined to learning all words 
by sight alone. Now, only those words too difficult for 
him to analyze, either from their construction or his want 
of knowledge, and which yet form a necessary part of his 
vocabulary, are to be thus learned. All such words appear 
on the charts under the above heading. 

" By Sound." — All other words introduced into the 
lessons are intended to be learned first as wholes, then to 
be studied as to their parts, then analyzed by the teacher 
on the blackboard in the same way that the word rat is 
analyzed in Chart XI, and a careful study made of the cor- 
respondence between the sounds of the spoken word and 
the parts of the printed word. 

The New Sounds which each chart is designed to 
teach are indicated in every case on the chart, thus serving 
as a constant index of the sounds learned. 

Reviews. — To avoid the unpleasant necessity of re- 
viewing a lesson whose freshness and interest have been 
exhausted in the study of it, great care has been taken to 
introduce each new word and sound into the lessons im- 
mediately succeeding the one in which they are first pre- 
sented ; and, so soon as the number of words and sounds 
learned warrants it, to sum them up in reviews designed, 
by their variety, not only to interest the child, but also 



the more thoroughly to test his knowledge. The reviews 
consist of — 

Exercises for Drill in the ready pronunciation of de- 
tached known sounds ; 

Exercises for Testing the child's power to make 
out for himself new words composed only of known sounds 
— the making out of these words thoroughly tests the 
child's knowledge of all the sounds of which they are com- 
posed ; and exercises in 

Making New Words with sounds already learned ; 

Exercises for Drill in the ready pronunciation of 
known words in columns ; 

Test Exercises for the off-hand reading of new sentences 
containing only known words. 

The Tables of Sounds contain all sounds learned up to 
the Chart displaying the table ; and the Word- Columns con- 
tain, in like manner, all words learned, until the number of 
words becomes too great, when only the more recently 
learned or more difficult ones are reviewed. 

Difficult Sounds, as sli and ch, #, qu, etc., are " pictured 
out" so that the child's eye may assist his ear and imagina- 
tion. It is hoped the teacher may, by means of stories, 
pictures, and other devices, carry out this idea with other 
sounds. 

The Alphabet. — The name of each letter may be 
learned when the letter is first discussed as a part of the 
printed word, or later, according to the teacher's views 
upon this point. When, however, the child has gradually 
learned to name them all, so that he can call them readily 
at sight, he should be taught, for obvious reasons, to repeat 
them in the order of the alphabet. 



PREPARATION FOR SLATE-WORK. 

The Picture-Slates. — The first thing a child needs to 
learn about his slate is the name of its parts and the appli- 
cation of the terms used in relation to it in the school- 
room. These terms, simple as they seem to us, are ambig- 
uous, and apt to confuse the children. It is, therefore, best 
for the teacher to begin the child's instruction in Slate- 
Work with simple and easy 

Object-Lessons, which shall teach him the names of the 
parts of the slate, accompanied by exercises in handling and 
using the slate, designed to deepen the impressions obtained 
in the object-lessons ; accompanied also by 

Language-Lessons, designed to train him in the correct 
use of the terms employed by the teacher, and the proper 
manner of expressing himself in school. These being 
among the very first lessons and exercises which the child 
receives in school, they must be exceedingly elementary, 
very short and very simple. As suggestions to the teacher 
and as aids to her in conducting the lessons, the picture- 
slates are here given. Each slate indicates on its face the 
points to be made — enough for several exercises on each ; 
each slate also serves as a model for the children to copy 
after the exercises are completed, thus providing "an occu- 
pation," and at the same time a review. 

The mistake most likely to be made by inexperienced 
teachers is that of not making the lessons simple and short 
enough. At this stage, no exercise should occupy the at- 
tention of the class for more than five minutes; this, of 
course, does not include the time taken to prepare the class 
for the exercise, but only the time during which they are 
required to give keen and close attention to the lesson. 



Under the head of " Outlines of Lessons" page 17, will be 
found little formulas showing how short and simple these 
exercises may be made. 

THE OUTLINE PICTURES. 

These pictures are intended to afford occupation and 
entertainment for the children during the very first days, 
before they have learned to read, print, write, draw, or 
perform any of the school exercises. Their first purpose is 
to afford occasion for 

Familiar Conversations about things which will be 
more interesting to the children than the unattractive 
" Things in the School-room." The objects are presented 
in the most meager outline, for the purpose of giving the 
children opportunity to indulge their own imaginations and 
ingenuity in filling them up. The plan is to have the chil- 
dren tell a story under the guidance of the teacher about 
the things here represented ; the story should be the joint 
production of the class, and not the work of one or two 
bright pupils ; all should be encouraged to take part. The 
method of these 

Language-Lessons should be almost directly the oppo- 
site of that used in the lessons which accompany the exer- 
cises on the slate. Those are training -lessons ; these are 
developing -lessons. Here, all effort should be, as far as pos- 
sible, spontaneous, tending to develop individuality ; there- 
fore the greatest freedom of expression should be encour- 
aged, the teacher refraining from criticism of all except 
egregious blunders. The same method should be employed 
in the drawing-lesson, or, more properly speaking, the 

Picture-Making. — It is not the purpose here to teach 



10 

drawing as that term is generally understood, but to afford 
a pleasant " occupation," and practice in the use of the slate 
and pencil. It is not to be expected that the children will 
draw these things well ; they will only draw at them. The 
purpose is not to get fine lines or good pictures, but simply 
to induce the child to express a thought in lines. These 
drawings are so arranged, that in each set there are some 
of the very simplest forms for the least apt pupils ; more 
difficult ones for brighter pupils ; and last, the human form, 
the most interesting and attractive of all, for the brightest 
ones. It will be well for the teacher to allow each child 
perfect liberty of choice as to which object he will draw, 
provided he attempts something, for this, although it should 
be pleasant work, and partake of the character of play, is 
still a task, and all tasks must be performed for the sake of 
moral discipline and in behalf of the good cause of obedi- 
ence. But it must be the teacher's most sacred duty to see 
that every task be commensurate with the chiloVs ability. 

SCRIPT. 

Beading- Script. — To simplify as much as possible the 
child's first lessons, and to avoid cramming, with its daz- 
zling results, the reading of script should not be undertaken 
until the child has had considerable practice in reading 
print. Then the reading of script follows naturally, and, if 
introduced with proper regard to the use of known words 
and sounds, thus presenting to the child but the one diffi- 
culty of learning the new kinds of letters, becomes an easy 
and novel exercise, in which he has the pleasure and stimu- 
lus of rapid progress. 

Writing. — This is a very taxing occupation, and one 



11 

which the little child is by no means prepared to under- 
take upon his first entrance into school. It should be pre- 
ceded by a great variety of exercises for using the slate and 
pencil — exercises which, without making any strain upon 
him, will develop his understanding and train his eye and 
hiind. The slate exercises provided for in these charts are 
designed to serve this purpose. By their means the child 
is kept pleasantly and profitably occupied during the trying 
days of the first weeks of school, and does not need to 
learn to write in order to Jceep him busy, as is the case where 
no " slate-occupations " are provided for. As soon as he is 
prepared for it — it must rest with the teacher to decide 
when this time has arrived — there should be introduced 
gradually, among the other exercises, practice in making 
accurately and with easy movement the elements of script 
letters. 

The Elements of Writing are presented upon picture- 
slates on Chart XLIV. They begin with simple straight 
lines and advance to completed letters. These picture- 
slates show the ruling of the slates needed to secure the 
correct proportions of the letters and the proper spacing 
of letters and words, to all of which points the child's at- 
tention should be directed from the beginning of this kind 
of work. 

The Script Alphabet, which is given in the next chart, 
contains all the letters of the alphabet. From this chart 
the child may learn to name the script characters after he 
has become thoroughly well acquainted with the corre- 
sponding Roman letters. As it is presumed he will have 
learned the alphabetic order of the letters before he will be 
prepared to learn it here, the letters are not given in that 



12 

order, but in the order of their simplest forms, for the pur- 
poses of the writing-lessons. 

The Form-Chakt illustrates the fundamental forms 
with which children come most commonly in contact. It 
is intended to teach the names of these forms and the terms 
employed in speaking of them. It affords the teacher an 
opportunity to make very interesting to the children the 
development of one form from another, as the sphere from 
the circle, etc., according to the manner in which such 
ideas are developed in the Kindergarten. 

Paet II is to be used after the class has finished the 
first part of the First Reader. It gives opportunity for 
Class-Drill upon the long sounds of the vowels, Class-Exer- 
cises in reading script, and teaches the use of e final. 

LANGUAGE-LESSONS. 
The Phrasing in the first Charts, which is, in each case, 
as much a lesson in the fundamental principles of language 
as in reading; the Training in the Correct Use of Language 
which should accompany the slate-exercises ; the Story Tell- 
ing connected with the outline pictures ; the Familiar Con- 
versations for the purposes of which the large illustrations 
have been specially designed; and the Descriptive Conver- 
sations which may be held about the animals and objects 
in the smaller cuts — all show that these Charts are as well 
adapted for language-lessons as for reading-lessons. Such, 
at least, is the hope of the author, who, in the belief that 
the union of language and reading is one which, in the 
early stages, if not in all, of the child's education, admits 
of no separation, has sought by every means to accomplish 
this adaptation. 



13 
HINTS TO THE TEACHER. 

Preparation for the Lesson. — The first Charts are so 
full of things new and interesting to the children that the 
teacher will find difficulty in confining their attention to 
the points of the lessons she wishes to teach, unless she 
takes certain precautions. One is, to pin a paper over the 
lower part of the chart, or otherwise cover it, so as to hide 
the slate and the drawings. Another is, to place the chart 
thus prepared so that all the class can see it. The children 
should not be permitted to talk to each other, or even to 
the teacher about it, but simply to look at it. Thus each 
child will get his own independent impression of the chart, 
and, having gratified his curiosity, will be more ready to 
attend to what the teacher has to say. This might be called 
" studying the lesson." Of course, this should not be con- 
tinued beyond a few minutes, lest something of the fresh- 
ness that interests be lost. In like manner, to enable the 
child to concentrate his attention upon the lesson, the 
drawings should be kept covered during the lessons upon 
the slate. 

The teacher should have prepared beforehand a story to 
tell about the illustration, for which the children will be 
very grateful. After the story, a conversation should be 
held about both the picture and the story. This conversa- 
tion should have special reference to the points to be made 
in the reading-lesson. 

The animals and objects in the smaller cuts may also 
be talked about, after the manner of object-lessons, as to 
their parts, use, form, etc. These conversations should be 
pointed, bright, and short, not occupying more than a few 



14 

minutes at a time. They should be interspersed among the 
other exercises of the day, thus giving the desirable fre- 
quent change. To get the best results from these stories 
and conversations, they must be planned beforehand, as 
well as the manner of bringing them out. 

In teaching words by sight, much attention should be 
given to the practice of having the children close their eyes 
and form mental pictures of each word. Special attention 
should be given at this time, also, to the correct pronuncia- 
tion, and clear enunciation, of all the words of the reading- 
lesson ; this will cause the child to acquire the habit, in the 
beginning, of attending to the pronunciation of the words 
he reads. But the teacher must be careful not to be so 
exacting in this as to weary the children; she must not 
require that they get it right, but only that they try to get 
it right. The power of gradual growth is nowhere more 
potent or more beneficial than in primary-school work. 
Commend the effort, whatever be the result. Have frequent 
drills in pronunciation as a concert exercise, and frequent 
trials of skill in the pronunciation of a column of words. 
These exercises should be independent of the reading-lesson, 
and will be greatly enjoyed by the children. 

The Mental Pictuee. — It is not probable that the 
children will succeed at all well in their first endeavors to 
recognize consciously the mental image ; but daily repe- 
tition will train even the most unpromising child to the 
habit, and will develop in a wonderful degree his power of 
picturesque memory. A person who writes a word in order 
to find out how to spell it, makes an appeal to his memory 
of form, and it is by cultivating this faculty that we can 
make the children good spellers. 



15 

Vocal Deill. — By the time the reading-lesson, with 
its story and conversation, is ended, if it has been full of 
interest and snap, the class will naturally be out of order. 
The teacher restores order, attends to the position of the 
children — erect pose, shoulders back, chest expanded, head 
up — and gives them a short drill on some of the round 
vowel-sounds and lower musical notes to develop the or- 
gans of speech. Then she adds an exercise like the fol- 
lowing, making a special point of correct pronunciation: 

"What is the word you have learned to-day, children? 
Say it all together, very softly — this way (she shows them). 
Now say it loud — this way. Whisper it now — this way. 
And now you may say it nicely and pleasantly as you do 
when you are talking. Now say it slowly — very, very 
slowly." She calls upon the children to pronounce the 
word, as she points to it in different places, requiring one 
child to pronounce it softly, another loudly, another quick- 
ly, another slowly. 

In theik Seats. — The children being in their seats, the 
teacher places the Chart, having upon it the lesson which 
they have just had, where all can see it, and leaves it to do 
its silent work. She allows the children to make pictures 
of the cuts and the words which they have just studied, 
but does not in the early stages require this. She does, 
however, require the children to find in their books the 
words, and, if possible, the pictures of objects correspond- 
ing to those on the Chart before them. 

At an appropriate time she" visits each desk and has 
each child show her the word and the picture he has found, 
and also what he has made upon his slate. If he has not 
attempted anything, she shows him how to make something. 



(photographic reduction.) 



nsro. x 




PREPARATION F.OR SLATE WORK. 




fU bdbjtl doattfbcJia^ 



17 



OUTLINES OF LESSONS. 

Believing that each teacher should claim her right to teach ac- 
cording to her understanding of the best methods which she can com- 
mand a knowledge of the author makes these suggestions, not for the 
purpose of showing what must be done in order to make good use of 
these Charts, but simply to illustrate what may be done, and one way 
of doing it. 

Chart I. 

The Lesson. — The teacher tells a story about a cat, 
adapting the description of the cat to the picture on the 
Chart ; then shows the picture of the cat to the class ; holds 
with them a conversation about the picture and the story ; 
and points out the word cat. " What does this picture 
make you think of? And this word cat must make you 
think of the cat, just as this picture does. Who can touch 
the picture cat ? What does it make you think of? Who 
can touch the word cat? What must it make you think 
of?" 

TnE Mental Picture. — The teacher begins right here 
to accustom the children to the practice of closing their 
eyes and trying to see with the mind's eye the mental 
image of the thing just seen by the physical eye — in this 
case, first the picture cat and then the word cat. 

Pronunciation- Drill. — The above exercise should be 
followed by a drill, both concert and individual, upon the 
clear enunciation of the word cat. 

Slate- Work. 
Exercise I. — Slate proper ; frame of slate ; long side ; 



(photographic reduction. 



No. IX 



V 



a UBS,, .a 



a 



V, 



a cat, ,a 



a eat 



a JLfcli.- 



a cat, ,a 



PREPARATION FOR SLATE WORK. 




19 

short side; lay the slate lengthwise on the desk, thus illus- 
trating the meaning of the word lengthwise. 

Exercise II. — Top of slate; bottom; right side; left 
side. Make rings and stars anywhere upon the slate. 

Exercise III. — Middle of top ; of bottom ; make ring at 
top ; at bottom. 

Exercise IV. — Middle of right side; of left side. Make 
star at right side ; at left side. 

Exercise V. — Eeview. Make slate look like picture- 
slate. 

Chart II. 

This Chart is designed to teach the children to read with 
correct pronunciation the word a when associated with 
other words. The correct pronunciation of this word is 
the same as that of the first syllable of ahead, afraid, ago, 
and similar words, "when they are pronounced, or very 
nearly so, as if they were spelled ah-head, ah-fraid, ah-go, 
and not as if spelled ay-head, ay -f raid, ay -go." 

Lesson I. — Pointing to each of the pictures standing 
alone, the teacher asks, "What is this?" The children 
answer, U A house! " " A hat! " "A bird! " The teacher 
repeats the questions, and the children the answers, until 
the teacher has fixed their attention upon the fact that they 
speak a little word before they speak the words "house," 
" hat," " bird." She does not give it to them as a separate 
word, but only in connection with the noun, and is thus 
enabled to preserve the correct pronunciation of it. 

When their attention has been sufficiently directed to 



20 



this point, she says, " Now I will show you what you said, 
and points to the picture-phrases — 



a 



i nl 



a ^Q. 



^ 



She talks with the children about these phrases, shows 
them how the picture house stands for the spoken word 
house, and how the little word before the picture stands 
for the little word they said before the word house. She 
asks : " Who can touch the picture house ? Who can touch 
the little word which comes before the picture ? Who can 
tell what this phrase says ? " (running the pointer around 
it). Another time she asks, a Who can read this phrase? " 
By hearing the word phrase used in this way while the 
teacher indicates what the phrase is, the children soon 
come to understand the application of the word. 

Lesson II. — When the children have a pretty good no- 
tion of the points made above, and know what it means 
"to read" the picture-phrases, the teacher directs their 
attention to the next step on this Chart. "Who can find 
the picture cat ? " " Who can find the word cat? " kt Who 
can read this phrase?" (pointing to the picture-phrase 
I a cat I ). " Who can read this phrase ? " (pointing to the 
word-phrase I a cat I ). She leads the children to see how 
the picture is replaced by the word, and how the word- 
phrase should make them think a cat just as the picture- 
phrase does. 

The Mental Picture. — The teacher has the children 



21 

practice recalling, or the endeavor to recall, the mental 
picture. 

Peonunciation-Deill. — These lessons should be accom- 
panied by drill-exercises upon the pronunciation of phrases 
consisting of the word a and some familiar noun. Nouns 
beginning with h are best suited for this exercise, as the 
aspirate h compels the child to make a slight pause after 
the word a, and so makes the point clear. Words begin- 
ning with -e are also good. A happy plan is to have these 
phrases given in answer to the question what ; as, " What 
does a man drive a nail with? " — "A hammer." " What 
is a two-wheeled wagon called?" — "A cart." "What 
animal gives milk?" "What animal draws a carriage ? " 
etc. 

Slate-Woek. 

Exercise I. — Slate has corners; four corners. Make a 
star in a corner ; in another corner ; in another corner ; in 
another corner. How many stars? 

Exeixise II. — Slate has upper corners; lower corners. 
Two upper corners; two lower corners. Make rings in 
upper corners; stars in lower corners. How many rings? 
How many stars? 

Exercise III. — Slate has two upper corners; right-hand 
upper corner ; left-hand upper corner. Make star in one 
and ring in the other. 

Exercise IV. — Slate has two lower corners; right-hand 
lower corner ; left-hand lower corner, etc. 

Exercise V. — Make rings and stars in corners, as in 
picture-slate. Middle of slate does not mean center, but 
middle part of slate. Make large ring, or picture of the 
sun, in middle of slate. 



(photographic reduction.) 



nsro. m. 



UTTLB XILY LEARNING TO SAY r MY7 





imy gi imy^i imy 

,a cat, ^y catg 



PREPARATION FOR SLATE WORK. 




23 
Chart III. 

The teacher tells a story about little Lily learning to use 
the word my ; holds with the children a conversation in 
which they use the word my ; teaches them to recognize 
the word at sight; to find it in different places on the 
chart ; to point out the parts of the different phrases ; and 
to read the phrases, as on Chart II. 

The Mental Picture. — The teacher has the children 
practice recalling, or the endeavor to recall, the mental 
pictures of the words and phrases just learned. 

Pronunciation-Drill. — Drill in the correct pronuncia- 
tion and clear enunciation of familiar words. 

Slate- "Work. 

Chart III. — Exercise I. — Draw a line across the top of 
slate from left to right side; across the bottom of slate; 
across the middle. 

Exercise II. — Make a horizontal row of rings ; a hori- 
zontal row of stars. 

Exercise III. — Make a row of rings across the top, from 
left to right side ; across the bottom ; a row of stars across 
the middle. 

Chart IV.* 
Lesson I. — The teacher tells a story about little Lily, 
her cup, chair, cat, etc. ; holds a conversation about Lily — 
Lily's cup has her name on it; children learn to read Lily's 
name ; read the phrases containing my. 

Lesson II. — The purpose of this lesson is to teach the 
children to read with correct pronunciation the word the 
* See next page. 



(photographic reduction.) 



No. IV. 



LITTLE LILT IN THE KITCHEN. 

. the Wr] 
the^, 




the-SJ. 



Lily 



■the cat, 



.PREPARATION FOR SLATE WORK. 




25 

when associated with other words. Of the pronunciation 
of this word, Webster says, " In connection with other 
words, it usually suffers a shortening or corruption of its 
vowel, being pronounced thi, or very nearly so, before a 
word beginning with a vowel-sound, and thu, or very near- 
ly so, before a word beginning with a consonant-sound." 
Words beginning with the sound of t will be found best 
suited for practice in this exercise, as the sounding of this 
letter almost compels a shortening of the vowel in the. 

The teacher tells a story about little Lily naming things 
in the kitchen. The children point out and name things 
they see in the picture, using the before each noun. The 
children learn the printed word the, and study and read 
the phrases as in the previous Charts. 

The Mental Picture. — The teacher has the children 
practice recalling, or the endeavor to recall, the mental 
picture. 

Pronunciation-Drill. —Phrases suitable for this exer- 
cise: The top, the trumpet, the tree, the trap, the thumb, 
the thimble. The pronoun my may be used in alternation 
with the, the last being always used in the first phrase, as 
there will be a tendency to emphasize it if it comes in the 
second phrase. 

Slate-Work. 

Chart IV. — Exercise I — Draw a line down the left 
side ; down the right side ; down the middle. 

Exercise IT. — Make a perpendicular row of rings; a 
perpendicular row of stars. 

Exercise TIL — Make a row of rings down the left side; 
down the right side; a row of stars down the middle. 



(photographic reduction.) 

inq. -y. 

OBJECT LESSON ON PRINTED WOED, 



cat 



ExEBOISE I 
-Oal UKwortAa.porw.0,^ namv, ou „„*, a , firtipaH tat part. miKJfcjw* Hue* aUuituar d urn* 
*OuuUl accompany tlu* and IheJaUvwma Ktertiao, 



ca 
cat 


c t 
cat 


at 
cat 


Exercise II. 
72* chdd discovers that onfy a given order tflhtjarU mate l 


he ■coord. 


cat 
tea 


eat 
ate 


a 

cat 
tae 


JSxEBCOSE IIL 

Cejbjstrumi, extend not cat, a hunting exercise. This chart can If returned to repealed!}; and 

Ikut Loltaniit used f of thi hunting out of the other words at they art luiiud. 

cat can and 


can 
rat 


ran 
cat 


has 
hat 


ran 
and 


pat 
mat 


man 
eat 



* Those teachers "who prefer to teach the names of thejettera.will find i 
exercises as these especially well adapted to that. purpose. 



27 

Chart V. 

Object- Lesson on Printed Word. 

Fiest Step. — The teacher directs the attention of the 
children to the word standing alone at the head of this 
Chart. (To limit their attention to this one word, and thus 
make more clear and definite the impressions of the lesson, 
and to avoid any confusion which might possibly arise from 
their contemplating the incomplete or disarranged words in 
the exercises below it, a good plan will be to cover them, 
for the time being.) The children tell the teacher what 
the Word is; she says she will make a word like it on the 
blackboard. This is the first time she has printed a word 
for them, and they are curious to see what she will do. 
She prints slowly and carefully in large letters, the children 
watching. When she has c done, she says: " I have made 
a part of the word. Who can show me on the chart which 
part I have made ? " She makes the next part, and the 
children show her on the chart which part that is. She 
makes the last part, and the children again point out on 
the chart the part she has made. " Now I have made all 
the parts. What word have I made ? " She has one child 
touch the part she made first; another, the part she made 
next; another, the part she made last. " This part I made 
first, we will call the first part. Why ? " — " Because you 
made it first. Because it comes first." — " What shall I call 
this part which I made last ? Why ? And what shall we 
call this part which comes between the other two parts ? 
Why?" The children point out the first, last, and middle 
part of the word on the chart. 

Second Step. — The teacher prints upon the blackboard 



28 

c a, omitting the last part of the word. The children tell 
what is wrong, and she makes it right. She prints c t, 
this time omitting the middle part of the word. The chil- 
dren correct, as before, and she makes it right. She prints 
at, omitting the first part of the word. The children 
correct, and she makes it right. The word is, by this time, 
printed in several places on the blackboard, and one child 
after another is allowed to rub out some given part of the 
word, the class deciding if the right part is erased. 

The teacher uncovers Exercise Ion the chart, and allows 
the children to tell what parts are omitted in the incomplete 
words, and directs their attention to the form of the omit- 
ted part, as it appears in the completed word below. 

A conversation about the parts, appealing to fancy and 
association, will help the children to remember ; as : " The 
first part, c, is the letter which is like a ring. It is an 
open ring — a broken ring." The children make rings in 
the air with their hands — make broken rings. "The next 
part, a, is the letter that has a pocket. What a big pocket 
he has ! What do boys carry in their pockets ? What do 
girls carry in their pockets ? Who of you have pockets ? 
This little fellow with a pocket is what part of the word 
cat ? The last part, t, is the letter w T hich always carries an 
umbrella. When do we carry umbrellas ? What do we 
carry them for ? Who has carried an umbrella ? And this 
little fellow who always carries an umbrella is what part 
of the word catV 

The Mental Pictuke. — Practice in forming mental pict- 
ures of the parts of the word. As an accompaniment to this, 
the children should be required to make the forms of the 
letters in the air with their hands while their eyes are closed. 



29 

The Third Step. — The blackboard being clear, the 
teacher prints on it the letter t, and asks, " What part of 
the word cat is this? " In another place she prints c, and 
asks the same question ; in another place a, and repeats the 
question. She asks : " The word cat has — how many parts ? 
If I take these three parts and put them together, will they 
make the word cat?" The children are quite sure they 
will. The teacher prints ate. The children tell her what 
is wrong, and show her how to make it right. The teacher 
tries again, and prints tea. This is corrected, as before. 
The teacher prints tac. The children correct this also. 
" So, then, we see that if we take the three parts of the 
word cat and put them together, it does not always make 
the word cat. How must they be put together ? " The 
children both show and tell how. This lesson should be 
reviewed upon the chart, where the form and spacing of 
the letters is more correct than is possible in blackboard- 
work. " You are quite sure, if I make the first part first 
and the middle part next and the last part last, that I 
shall make the word cat? Watch now and see. What 
must I make first? " She makes c. " What must I make 
next?" She makes a, but places it beneath c. "What 
must I make next?" She makes t under a. The result 



Sometimes the children will think this is just as 



good as the other way. But, if they are bright, they will 
correct the second mistake, and the result will be 
which, of course, the children will correct. 



ca 

t, 



All the arrangements of letters here presented, together 
with the mistakes of printing letters upside down or facing 
the wrong way, will be readily recognized by experienced 



(photographic reduction.) 



Na» ^rr. 



LITTLE LILT LEARNING TO USE THE WORD 'BLACK." 



is 
is 




is 
is 



black black black 



^ 


Die 


iCK «s&. 




,my «a»| 


is 


,a black 


^9r. 


£l 


black ^f, 




,my^, 


is 


,a black 


J^ 


,my jM»^ 


is 


[a black 


Jm, 



31 

teachers as those frequently found upon the slates of begin- 
ners, showing clearly how confused are the images formed 
in the minds of the children. 

Peintixo a word is drawing a picture of it, that is, re- 
producing the form of the thing which the child is learning. 
This is in accordance with the methods of the schools of 
science, a fact which those who object to printing seem 
to forget. Printing will fix in the children's minds, as 
nothing else can, the forms of the letters, and the number 
and order of those forms in the word, and, if we are to 
be certain that they have a correct image of the word in 
their minds, it must form a part of every object-lesson on 
a word. 

Exercise III. — In the word-columns of this exercise cat 
is several times repeated, and there are also a number of 
words beginning with ca, or ending in at, which bear a 
strong resemblance to cat, as well as to each other. The 
finding of the word cat in these columns, or, later, of some 
other of the words as they are learned, is a good test of 
how well the children know the word. 

Chaet VI. 

After a story about Lily and her things, and how she 
learned to use the word Mack, and a conversation in which 
the children use the word, they are taught to read it and 
find it in different places on the Chart. 

The children should first learn to read all the phrases 
in the lesson ; then learn the word is by using it. For ex- 
ample, they 

read [a Mack hat I , I my hat J , [ my hat I is | a Mack hat | . 
"Who can find the word is?" "Who can find it some- 



(photographic reduction.) 



No. TO. 




and 




my a*, and ,niy <=£m\ 



myA an d |iny. 



,my cat, and ( a black rat 
is | the cat, black? 
,niy cat, is black. 



{PREPARATION FOR SLATE WORK. 




33 

where else ? " A child finds it in the next line. The teacher 
says, " You may read that line (or story)." The child reads, 
\my parasol\ is \a black parasol \ . " Show me the word 
is." " Find is where it stands alone." " Find another is." 

The Mental Pictuee. — Practice in recalling mental 
pictures. 

Charts VII, VIII, IX, and X. 

By the time the child has learned the words and, has, 
Nat, man, mat, on, rat, and it, the new words on these 
Charts, and has acquired the ability to read readily and 
with good expression all the sentences, he will have become 
well accustomed to the printed page and be ready for the 
new step on Chart XI. 

Slate- Work. 

Dictation-Work. — Review. — Make a star in middle of 
left side of slate ; in middle of right side ; make a ring in 
middle of top ; in middle of bottom ; draw a line across 
the middle of slate from star at left side to star at right 
side ; draw a line down the middle of slate from ring at top 
to ring at bottom. Where these lines cross is the center of 
the slate. Make a ring in the center of the slate. 

The middle of the slate lies round about this center, as 
when the teacher says, "Make a house in the middle of 
your slate." Here we have three different applications of 
the word middle in relation to slate- work. Care must be 
taken to make such ambiguous terms clear to the children. 

Chart VII. — Wide spaces; narrow spaces; head-line 
(top-line) ; base-line (foot-line) ; a straight line standing 
up ; this straight line must begin at the head-line and end 
at the base-line ; a long straight line ; a short straight line ; 
a row of long lines ; a row of short lines ; a large ring in 



(photographic reduction.) 



No. VIII. 




Nat has ,a m and ,a 



■the jF t has ,a ^, , 
.t he cat, has ,a¥i . 



J*BEPAHArJO^-FOi? SLATE 'WOBKm 




AXkJ fiOOF U* -Cit ^n, p- 



35 

a wide space ; a small ring in a narrow space. The space 
between the lines in a row of lines, or between the rings in 
a row of rings, must be the same ; train to good spacing as 
well as to good lines. 

Fancies to arrest Attention and add Interest. 
The long lines are soldiers marching down the street. 
How straight they stand! Their heads touch the head-line, 
their feet the foot-line. The short lines are boys marching. 
They keep just the right distance apart — no crowding; the 
large rings are large oranges for the soldiers ; small rings, 
small oranges for the boys. 

The long lines — a high fence; the short lines — alow 
fence; small rings — marbles for the boys; large rings — 
hoops for the girls. 

Chart VIII. — Observe spacing. If the long line is a 
cane, what is the short line? Two long lines and two short 
lines — two telegraph-poles and two lamp-posts ; the line 
and ring — a bat and ball— a stick of candy and an orange. 

Chart IX.* — Oranges cut in two : half oranges ; a 
curved line: a left curve — the left side of the orange; a 
right curve — the right side of the orange ; make a row of 
left curves; make a row of right curves; make a row of 
right and left curves facing each other, as on Chart. 

Chart X.* — By the time the children have reached this 
slate they will have acquired some little skill in the use of 
the pencil, and may now be required to make the letters 
with more accuracy and according to the elements as here 
given. There are four lessons on this slate, displaying the 
elements into which the letters may be analyzed and the 
synthesis of those elements. 

* See next page. 



(photographic reduction.) 



ISTo. ts:. 




mat 




man 



on 



[the man, is ,on the mat, 
ithe man, has ,a black jj^ 
.the man, has ,a 4k~i on. 



PREPARATION XQRJSL ATE WORK. 




[photographic reduction.) 



No. ZK. 



rat 
cat 

■the 




ii*iiai iDi 



iCjiaji 



a black rat, 



the rat. 



it is ,a black rat, , 
is | the cat, ,a black cat, ? 

FBEPJlRATION for slate work. 




(photographic reduction.) 



JSo 3TL 



HE CORRESPONDENCE BETWEEN*. THE PRINTED AND THE SPOKEN WORD 



i 
2tu dtttd discovers thai the parts of tht printed word stand for the parts of the spoken word. 

rat 
i — ^a~t 



IL 

^5t flirfrf ttscovtrt a correspondence between the sounds and number of founds of the spokm word, „ a! 
and the parts and number of parts of the printed word : as the first sound, the last sound, 
and the middle sound j and the first part, the last part, and the middle part. 

r~a-^t r~a~t r^er^i 



m 

The cliild discovers a correspondence behveen the order of sounds in the spoken word 
and the order of parts Ui the printed wvi d 

trr-a a*~inr r"^t~a 
r-~ar^t r~a~t r~a~t 



MAKING A WORD. 

The child discovers that the farts of the printed word placed in proper order indicate 
the sounds he must speak to form the spoken word. 

£, »,&•£, = r~ a^t = rat 



39 
Chart XI. 
I. Correspondence between the Printed and the 
Good Spoken Word. 

First Step. — Review of object-lesson on the printed 
word rat. 

Second Step. — Analysis of the spoken word rat. 

The following is a specimen-lesson of one of the ways 
in which this analysis has been often conducted by experi- 
enced teachers: 

a. Practice by the class in the clear enunciation of the word. 

b. " Look, children," says the teacher, " and listen " ; and she 
holds up the first three fingers of the left hand, separated just a 
little, and sounds the word, pointing with a pencil to the index- 
finger as she sounds r, to the middle finger as she sounds a, and 
to the ring-finger as she sounds t. 

This she repeats slowly and more slowly, and without question 
or comment, two or three times, so as to give ample opportunity 
and time for all to see, to hear, and to comprehend. At each 
repetition she separates the fingers a little more widely, and gives 
the sounds a little more slowly. She says, " Now I want you to 
listen and see what I say when I point to this first finger " ; and 
she repeats the whole word very slowly as she points to her fingers, 
dwelling a little on the sound r. " Yes, I said r. Now listen 
again and see what I say when I point to this middle finger." As 
before, she repeats the entire word, dwelling this time on the 
sound a. u What did I say when I pointed to this middle finger ? 
Yes, I said a. Now I am going to see who will hear the sound I 
speak when I point to this last finger. You will have to listen 
well this time, for I am going to whisper this sound." Again she 
repeats the word slowly, pointing to the fingers. As it is impos- 
sible for the teacher to accent the sound t without mispronouncing 



40 

it, she distinguishes it by whispering it, being very careful to 
articulate it distinctly. " What was the sound ? Yes, I said t. 
R-a-*." 

c. " I wish you, children," says the teacher, " to try now and 
see if you can speak the sound which I speak when I point to this 
first finger." Again she says the entire word with the fingers, 
dwelling upon r. When the children have given the sound, she 
drills them upon it until they can give it well. She lets them hold 
the sound as long as she points to the finger. "Now let me see 
if you can speak the sound I speak when I point to this last finger. 
You must be sharp this time, for this is the sound I whisper: 
r-a-£. What did I say to this last finger ? Yes, that is the 
sound, but you do not get it right." (The children will almost 
invariably say lu.) " You may whisper it — this way." She both 
shows and tells them until they can give it well. Then she repeats 
the word again with the fingers, and has the children give again 
the sound t 

"Now let me see who can give the sound I speak when I point 
to this middle finger. The middle finger, remember. Watch now ! 
Listen ! r-o-t. Mary may tell. What do you think I said, Jessie? 
Harry, what do you think I said ? Every one who thinks I said 
a may hold up his hand. Yes, I said a. You may all say it. 
Softly ! 

d. Again the teacher calls for the sounds ; but this time she 
calls for them without first telling the children which she is going 
to ask for. She calls for the sounds first in their regular order, 
asking : " What sound must I speak when I point to this first 
finger? What sound must I speak when I point to this middle 
finger? And what sound must I speak when I point to this last 
finger ? " If the teacher finds that the children are not able to 
give the sounds in this way, she reviews the previous steps, and 
drills them a little in the correct pronunciation of the sounds. 

When they can give the sounds readily as she points to the 



41 

fingers in order, she then skips about, pointing to the middle 
finger, the first finger, the last finger, etc. 

e. " Well, children," says the teacher, " do you know now all 
the sounds in the word rat ? 

" Let me see if you do. Give the first sound. Give the mid- 
dle sound. Give the last sound." 

" Now let us see how many sounds there are in the word rat." 
She sounds the word with the fingers, and holding out the fingers 
she says : " This is how many sounds there are. Just as many 
sounds as there are fingers. Now let us count and see how many 
fingers there are. One, two, three — three fingers." Then she 
sounds and counts with the fingers : " R-a-t, one, two, three — 
three sounds. How many sounds are there in the word rat ? " 
The teacher now has one of the pupils bring as many little girls 
as there are sounds in the word rat, and place them in a line facing 
the school. Let us suppose the girls to be named Bessie, Emma, 
and Hattie. The teacher says : " Now, Bessie is the first girl and 
Hattie is the last girl, and Emma is the middle girl. Bessie, you 
are the first girl, so you may give the first sound in the word rat. 
And Emma, you are the middle girl, so you may give the — Which 
sound must Emma give ? Hattie, you are the last girl, so you may 
give the — Which sound must Hattie give ? How many girls are 
there here ? And how many sounds are there in the word rat? " 
The teacher now allows some half-dozen of the pupils in the class 
to call, each for any sound which he may choose, asking for it as 
the first sound, middle sound, or last sound. She has the girl 
representing the sound respond to the call. 

This exercise gives a pleasant variety to the lesson, and aids 
in fixing in the minds of the pupils the idea that the word is 
separable into distinct sounds ; but the teacher is careful not to 
repeat it often, because so soon as its novelty is gone its chief 
advantage is lost and it degenerates into a trifling game. The 
teacher repeats and varies this lesson until she is confident that 



42 

her pupils have a clear and definite idea of the analysis of the 
spoken word rat, and that they know the separate sounds of which 
it is composed. The constant recurrence to the fingers aids to fix 
in the child's mind the order and individuality of the sounds. The 
fingers are the best aids, better than any other objects, because 
each child can readily transfer the teacher's action and instruction 
to his own fingers to aid his memory. Those who are familiar 
with the average new pupil of the common graded schools, who 
know his want of knowledge of common things, his entire lack 
of disciplined attention, and who appreciate the advantage of 
developing a child rather than instructing him, will not need to 
have urged upon them the importance of giving attention to every 
minutia of such lessons as this. 

Third Step. — Turning now to the Chart, the teacher 
points to the word rat and pronounces it several times, 
slowly and clearly. Pointing then to the second line, she 
pronounces it still more slowly and after the following 
manner : Just as she begins to speak the first sound of the 
word, she touches with the pointer the first part of the 
printed word. She allows the pointer to dwell upon this 
for an instant, then passes it slowly along the curved line, 
holding the sound, meantime, until the second part is 
reached. Just as she begins to speak the second sound, she 
allows the pointer to touch and dwell a moment upon the 
second part, then passes it slowly along the curve until it 
reaches the third part, holding the sound of a as she did 
that of r. She pronounces the third sound just as the 
pointer touches the third part. This whole step she repeats 
slowly and more slowly, and without question or comment, 
several times, that all may have time to see, to hear, and 
to comprehend. 



43 

Foukth Step. — The teacher repeats the previous step, 
but this time has the children imitate and accompany her 
in making the sounds. 

Fifth Step. — Finally, the sounds become so far drawn 
apart from each other as to appear as distinct and separate 
sounds, detached and alone, as are the letters, or parts of 
the printed word in the third line. The teacher directs the 
attention of the children to this correspondence between 
the sounds and the parts of the word, and shows them how 
it takes the three sounds r and a and t to make the spoken 
word, as it takes the three letters r and a and t to make the 
printed word; also, that the order of the letters must cor- 
respond to the order of the sounds, and vice versa. She 
teaches them that the letter which is the first part always 
calls for the sound r, that the letter which is the middle 
part calls for the sound a, and that the letter which is the 
last part always calls for the sound t. She now calls for 
the sound indicated by any letter to which she points. 

The Mental Pictuee. — Practice in forming a mental 
picture of the word rat, viz. : " Make a picture in your 
mind of the word rat. Show me with your hands how it 
looks." This practice of forming mental images should 
accompany all succeeding lessons, and will not again be 
referred to. 

II. Making a Woed. 

The following is also a specimen-lesson of the synthesis 
of the word, presented only as a means of embodying sugges- 
tions which can not well be given in any other way : 

a. Remembering. — The teacher says : " Children, I wonder how 
many of you remember what you learned in our last lesson about 



44 

the word rat? Oh, I see by your looks that some of you remem- 
ber. Let me see how many of you can tell me some of the things 
you learned about that word rat. All of you who can tell some- 
thing about it may hold up your hands, and wait until I ask you." 
She now calls upon individuals, and allows all who can to tell 
something. In this way she gives the bright ones a chance to 
show what they have learned, and discovers for herself how much 
reviewing is necessary to help on the slow ones. Having given 
this review, the teacher follows it with a short drill upon the cor- 
rect pronunciation of the separate sounds. The children are now 
ready for the 

First Step in the New Lesson. — " I am going to let one of the 
boys give me one of the sounds in the word rat. Fred, you may 
give me a sound — any sound you choose." Fred gives a. " Robert, 
you may give me another sound." Robert gives r. " Harry, you 
may give me the other sound." Harry gives t. " Now I have 
three sounds : the one Fred gave me, which was — ? " The teacher 
lets the children fill the ellipses. " And the one Robert gave me, 
which was — ? And the one Harry gave me, which was — ? I 
have these three sounds, and I wish to make the word rat out of 
them." 

Second Step. — "Listen, and tell me if I get it right." Point- 
ing to the three fingers as heretofore, she sounds " t ! r ! a ! That 
is not right, you say ? Why, it had all the sounds in rat. Who 
can tell me why it is not right ? Oh, the sounds were not put 
together right. Well, I will try again. Watch, now, and see if 
I get it right this time, and all who think I get it right may hold 
up their hands : r ! t ! a ! What ! not a single hand up ? Then 
I must be wrong. R ! t ! a ! Why is that wrong, Julia ? Oh, 
the sounds are not put together right this time either. Well, 
children, I think I must let you tell me how to put the sounds 
together so as to make the word rat. When I point to the first 
finger, you may give me the first sound." In the same way she 



45 

has the children give the other two sounds. " Now," she says, 
" I will try again " ; and, holding up the fingers very far apart, 
she repeats, in a decided staccato style, " r ! a ! t ! " She asks 
the children if that is right, and they answer, " Yes." 

Third Step. — " Yes, those are the sounds, and that is the way 
they should go. Now let us sound them." Pointing to the index- 
finger, she gives the sound r, and holds it while she slowly moves 
the pencil along to the middle finger, when she gives the sound &, 
which sound she holds while she slowly moves the pencil along to 
the ring-finger, when she gives the sound t. She repeats this once 
or twice ; then says, " Now let us put the sounds nearer together " 
(she moves the fingers nearer to each other), " and give them 
faster this time. Let us sound them faster yet," says the teacher ; 
and she moves the fingers up until they touch each other, and 
gives the sounds faster and faster, until at last the word rat is 
properly and distinctly spoken. " There, children, what word 
have we made ? Yes, out of the sounds r and a and t we have 
made the word rat." 

o. Making a printed word of the given letters should 
follow the above exercise. This should be a blackboard 
exercise. All blackboard exercises should be reviewed 
upon the Chart, because it is from the more perfect form 
and spacing of the printed word that the child should re- 
tain his impressions. 

III. "Learning his Letters. 1 ' 

The following is also a specimen-lesson, given by way of 
suggestion to those teachers who prefer to teach the names 
of the letters instead of calling them '''parts'''' of the word: 

a. Three boys having been chosen to represent the three 
sounds in the word rat, the teacher has them stand in a line with 
their backs to the blackboard. The first boy represents r, the 
middle one «, and the last one t. All this being understood by 



46 

the class, the teacher says : " What is the first boy's name ? and 
what sound does he stand for ? You may give that sound, Frank. 
What is the middle boy's name ? and what sound does he stand 
for ? You may give that sound, Robert. What is the last boy's 
name ? and what sound does he stand for ? You may give that 
sound, James." 

b. " Now I am going to put here on the blackboard a letter 
which stands for the sound r." She prints a large r just above 
Frank's head. " This first boy's name is Frank, and he stands for 
the sound r. Now, this first letter's name is — Who can tell 
me ? And it stands for the sound — ? Yes, this first letter's 
name is **, and it stands for the sound r. Now I am going to 
make a letter which stands for the sound «." She prints a large 
a above Robert's head. " What is the middle boy's name ? and 
what sound does he stand for ? And this middle letter's name 
is — ? And it stands for the sound — ? Yes, this middle letter's 
name is a, and it stands for the sound a. Now I am going to 
make a letter which stands for the sound t." She prints t above 
James's head, and proceeds as with the other letters. 

c. She now calls upon one pupil to give the name of a letter, 
and upon another to give the sound of the same letter, being care- 
ful always that either herself, the pupil speaking, or some other 
pupil, shall point to the letter upon the blackboard both when its 
name and when its sound is given. If any child confound the 
name and the sound of a letter, the teacher illustrates the differ- 
ence by referring to the name of the boy who stands for the letter, 
and then calling upon him to give the sound. By reviewing each 
letter several times, she can give each individual in the class an 
opportunity to recite. 

This exercise should be repeated from time to time until the 
teacher is quite sure that all the children comprehend the differ- 
ence between the name of the letter and the sound which the 
letter represents. 



47 

Chart XII.* 

I. a. A Story. — " One day a little white kitten, named 
Snowball, was playing in the yard. The air was chilly, 
and soon little Snowball was quite cold. She looked about 
for a place where she could lie down in the sunshine, and 
get warm. The ground was frozen, the steps were damp ; 
so she did not lie down on either of these, but ran and 
curled herself up on something that was lying on the top 
step just in front of the door. "What do you think it was 
that she lay upon ? Yes, it was a mat. Do you remember 
a lesson you had on the word mat? Would you know the 
word if you should see it ? " The teacher opens the Chart, 
and lets them find it. 

b. Review of object-lesson on the word mat. 

c. Phonic analysis of the word mat, as illustrated in 
Chart XI. 

II. a. A Story and Language-Lesson combined. — 
" Once a little old woman lived in a little old house, at the 
foot of a hill. This little old woman had a little red cow, 
and every night and morning she went out to milk the cow. 
Now, when the little old woman milked the little red cow, 
she always sat on a little three-legged stool, and milked the 
milk into a — How many can tell what she milked the 
milk into ? Yes, I know you know, Anna, and you too, 
Bessie— and Eddie knows too; but yon must not tell yet. 
I wish to give the others a chance to think of it for them- 
selves. Think a minute, children. Did you ever see any- 
body milk a cow ? Did you ever see the picture of anybody 
milking a cow ? Now, every one who can tell what the little 
old woman milked the milk into may raise a hand. One, 

* See next page. 



(photographic reduction.) 



JSTo. .XTT. 



T'U correct promnteiatioiuvf the new sound to he obtained from the avaTyBtd a>ora\ Ttdi 

. exercise to oefolloivedby a drill upon the sound of l/ie Tetter as it stands alone. 

New words to &e made with flu new sounds combined wiih a. 

mat = mr~~ar~t = ,m,*,a,»,t 



pan = p~a~n = jg,*^*^ 

iB id OB 4 4 4 

iPi»iaj*[t| = prTsr~t = pat 
I pat |my && 





man = man = .nM.a^n, 
oat = cr~~&r~t = ^la^it, 

is iO, I©, affla 

iCj*^^ = c^ari = can 
can Lily pat (my jg^ T 



49 

two, three, four, five — oh ! so many hands ! Now, Anna, 
you may tell what you think. " Anna thinks it was a pail. 
" How many think it was a pail ? Yes, it was a pail. When 
the little old woman milked the little red cow, she always 
sat on a little three-legged stool, and milked the milk into 
a pail. When the little old woman had finished milking 
the cow, she always carried the pail into the house, and 
poured the milk into a — Who can tell me what she poured 
the milk into ? " Harry says it was a pitcher. " No, she 
did not pour the milk into a pitcher. 11 Emma says a crock. 
"No, this little old woman did not pour her milk into a 
crock. 11 Anna says it was a pan. " Yes, the little old 
woman poured the milk into a pan. What kind of a pan 
do you think it was ? Yes, it was a tin pan — a bright tin 
pan. The little old woman always poured her milk into a 
bright tin pan. How many of you ever saw a tin pan ? 
How many ever saw an iron pan ? When you go home 
to-day you may ask mother to show you which is the tin 
pan and which is the iron pan. Pan ! that is a new word, 
which you do not know how to read yet. I will teach it 
to you. 11 And she shows it to them on the Chart. 

b. Object-lesson on the word pan. 

c. Phonic analysis of the word van. 

d. Drill in sounding the letters^? and t. 

III. a. Making the new word pat. " We have the three 
sounds p and t and a ; let us see what word we can make 
of them. 11 Similar to specimen-lesson on page 44. 

b. A Story. — " Once there was a little boy named 
John, and he had a big black dog named Carlo. When 
Carlo was glad to see John, he used to lick his face. When 
John was glad to see Carlo, he used to — " Here the 



(photographic reduction.) 



"No, .XXLL 



.a, ,A 



\£±1 



iTmR 



JAVj 



.a 



i'i ■•• ■ L 



^P 



^Or 



v* 



^i 



:%V|I i 



isllB ^s£ s_St i S?* , S^= 



ill Jd 

,fh.eJ p, 
The 



A¥, is on ,the til . 

.The cat, is on .aWL 

■The man, has .ax, and ,a\ . 

A Hi< is in .the lat, . 



A Drill Exercise-. 
Words to be analyzed on the blackboard and new saimds learned. 



and sand 
hand stand 



h, ,s, ,d 



For tat of Oh &flls pmsr lournic out new iwrdt cmiifosett only of Tumttn sounlb, 

hat sat mad had 



51 

teacher gently pats the head of a child, and the children 
complete the sentence. 

c. Language-Lesson. — Pointing to the picture of the 
boy patting the dog, she asks the children to tell her a 
story about it; lets half a dozen tell stories, if they can. If- 
the children are not ready at this, she helps them. " Whose 
dog is this ? What does the boy do to him ? Why does he 
pat him ? " etc. Pointing to the other picture, she asks, 
" Who can tell something about this girl and her lamb?" 
etc. 

d. Reading the sentence containing the word pat. 

IV. a. The words man and cat are studied in the same 
manner as were the other words. 

b. Drill in sounding c and n. 

V. a. Making the new word can. 

b. Using the word can in oral sentences. 

c. Reading the sentence containing can. 

Chart XIII. 
Words to be analysed upon the blackboard, and new sounds 
learned. 
It is intended that each one of these words shall be 
learned first as a whole word, and that then there shall be 
given an object-lesson upon it, by means of which the child 
shall learn the forms, number, order, and position of its 
parts, as illustrated on Chart V, and that there shall also 
be given a lesson teaching the correspondence between the 
printed and the spoken word, as illustrated on Chart XL 
These lessons can be given best upon the blackboard, be- 
cause there the word can be visibly separated into its parts. 
The words should, however, be reviewed upon the Chart, 



(photographic reduction.) 
Kft UU.V1 




.his d&IX, .see, .her i 



See Nat and May! 

Nat has .alitor and .aig^ . 
May has ,a j^ and l aj|^ ) . 
Can May see Nat? 
Can Nat see May? 



Words to tic anafysidrou (lie MackhaarJ and saundctL 



man 



Nat 



mat 



53 

and practice in sounding the letters newly learned should 
be given from the Chart for reasons already stated. 

Chaet XIV. 
Every opportunity should be seized, and the teacher 
should use every means which her ingenuity can devise, to 
practice each child in the rapid recognition of words which 
he has already learned, in order to prevent his acquiring 
the habit of drawling a word when reading, because he is 
not quite certain that he knows it. He should oe entirely 
certain and confident. Each new word added to his read- 
ing-vocabulary should be presented to him in so many dif- 
ferent ways that it becomes an old acquaintance whom he 
instantly recognizes. 

Chart XVI. 

Each table of sounds on this Chart contains all the 
sounds which the children have learned up to this time, so 
arranged that the children can be drilled upon the separate 
sounds in any order which the teacher may choose, and 
upon forming words, also by sounding the letters as the 
teacher points to them. Such combinations as car, which 
bring in other than the short sound of a, should be avoided. 
The purpose of this exercise is to develop and quicken the 
faculties, and not to store the memory with words. It is 
not designed that these words should be memorized. The 
following are a few of the combinations of these sounds, 
which will afford the children the pleasant surprise of 
making words which they have not yet had : Snap, ham, 
spat, damp, sap, span, camp, tan, ram, tap, cramp. 

The columns of words, to be pronounced at sight and not 
sounded, contain not only those words which the child has 






54 

not and should not attempt to sound at this time, but also 
some which he has already learned by sound. The purpose 
here, as in all similar exercises, is to drill the children in 
quickness of recognizing words as wholes, without refer- 
ence to their ability to sound them. Exercises of this kind 
I have entitled, as in Chart XIV, Rapid Recognition. 

In the Test Exercise, however, the directly opposite 
plan should be pursued : the children should sound the 
word before attempting to pronounce it, and should be per- 
mitted, if not required, to make out the word without any 
assistance. 

Chart XVIII. 

The words are placed upon the pictures in this chart, 
to keep before the children the idea that the word should 
call up the image of the object just as the picture does, and 
at the same time to interest and give variety. The pictures 
of the cat are given to illustrate the use of the word this. 
All the words at the head of this lesson are to be learned 
by sight alone, and, standing out prominently as they do, 
afford good opportunity for special drill in the forming of 
mental pictures. In conducting this exercise, it would be 
well to cover all the words except the one upon which it is 
desired to fix the attention of the children. 

Chart XX. 
By the transformation of words is meant the erasing of 
one part of a word and replacing it by some other letter or 
letters, forming thus a new word. This is, of course, 
blackboard-work. For instance, the teacher prints upon 
the blackboard the word bag, erases b, and calls upon the 
children to give another sound in place of the sound of b ; 



55 

then she prints in place of b the letter whose sound they 
give, and allows them to tell the word. Sometimes they 
will discover that the sound they give does not make a 
word. Only those words which may be readily compre- 
hended by the children should receive attention. The 
sounds the children have learned up to this time are a, r, t, 
p, n, c, m, h, s, d, f, I, g, th, b, and ck. Take the ending 
ag and place before it certain of the known sounds, and we 
have of words familiar to the children, or easily understood 
by them, the new words tag, nag, gag, sag, lag, drag, stag, 
snag; take ack, and we have rack, pack, hack, sack, stack, 
lack; take ad, and we have pad, lad, bad, clad; take 
and, and we have land, strand, brand; take ab, and we 
have tab, cab, dab, slab, blab. The purpose of this exercise, 
also, is to develop and quicken the faculties, and not to store 
the memory with words. 

To learn lists of words bearing resemblance to each 
other has a tendency to paralyze the memory, and the 
author is therefore greatly desirous to have it understood 
that it is not the purpose here to add to the children's 
vocabulary, but to give them a bright, rapid word-game, 
which shall develop their power over the sounds of the 
letters, and make them quick to see their relations in the 
combinations which make words — a quick, vigorous exer- 
cise, like a calisthenic game, to meet the need of the hour, 
and then be dropped into the past, to be renewed in some 
other form at some other time. 

A child can learn that the contraction Mr. stands for 
the spoken word mister quite as easily as an adult can ; 
perhaps more easily. Of course, no attempt should be made 
at this stage to sound this word. 



56 
Chart XXI. 

The story of the picture should be told either by the 
teacher or the children. The children should be drilled in 
giving the sounds clearly and forcibly, yet quickly. It will 
add zest and sprightliness to the exercise to pretend that, if 
the children are not quick in giving the sounds, the little 
girl in the picture will rub out the letters before they can 
sound them. 

Words should be formed by giving the sounds as the 
teacher points to the letters. Below are some words not 
included in the test exercise, and which have not been given 
previously, that can be made from the sounds presented on 
this Chart. As in Chart XVI and Chart XX, the purpose 
here is to develop and quicken the faculties, and not to lay 
up store of words ; therefore these words should not be 
memorized : plat, bran, slam, scamp, scalp, smack, clam, lag, 
scab, slap, plan, cram. 

Chaet XXII. 

This Chart introduces the new vowel-sound e, and the 
same plan of teaching the words containing this sound is 
pursued as was followed with the words containing a. The 
words are to be learned as wholes. The sound e is to be 
obtained from the analysis of the words containing it. Such 
words as hen and ten, which can scarcely be mispronounced, 
give the children a standard for the short sound of e. 

These outlines of lessons, as thus far given, cover and 
illustrate the entire plan of the Charts. 






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Forty-six Numbers. 

Prepared by REBECCA D. RICKOFF. 

Designed to make learning to read a pleasant occu- 
pation. 

Designed to cultivate the observing powers of chil- 
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Designed to teach young minds how to think. 

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